Development and validation of the Chinese Home Learning Environment Scale for preschool-aged children

Area of Science:

• Child Development
• Educational Psychology
• Sociology

Background:

• Measuring home learning environments is crucial for child development, aligning with UN Sustainable Development Goal Target 4.2.
• Existing methods face challenges in population-level assessment, particularly in diverse cultural contexts like China.
• A validated tool is needed to accurately capture the nuances of early learning experiences at home.

Purpose of the Study:

• To develop and validate the Chinese Home Learning Environment Scale (CHLES) for children aged 3-5 years.
• To create a comprehensive and contextually appropriate measure for assessing home learning environments in China.
• To provide a reliable instrument for research and policy development in early childhood education.

Main Methods:

• A two-phase study involving literature review, expert consensus (e-Delphi), and pilot testing.
• Development of caregiver-reported and directly observed items assessing learning resources and activities.
• Psychometric evaluation using data from 777 caregivers, employing factor analysis and validity/reliability assessments.

Main Results:

• A four-factor model emerged: Availability of Learning Resources, Frequency of Basic Concept Learning, Frequency of Formal Learning Activities, and Frequency of Informal Learning Activities.
• The CHLES demonstrated good construct and concurrent validity, along with strong internal consistency.
• Higher socioeconomic status and urban residence correlated positively with CHLES scores.

Conclusions:

• The Chinese Home Learning Environment Scale is a valid and reliable instrument for assessing home learning environments in China.
• The scale can inform policy and intervention strategies aimed at enhancing early childhood learning experiences.
• Findings highlight the importance of socioeconomic factors and urban settings in shaping home learning environments.